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Recent content in The Macmillan CommunityenWed, 04 Sep 2019 21:02:13 GMTJive Engage 2018.19.0.0_jx (http://jivesoftware.com/products/)2019-09-04T21:02:13ZenClass Activity: College Expectationshttps://community.macmillan.com/docs/DOC-9710-class-activity-college-expectations
<!-- [DocumentBodyStart:a4ec86a6-4d56-40b5-be2c-a1ec3f864f37] --><div class="jive-rendered-content"><p><strong style="background-color: transparent; color: #000000; text-decoration: none; font-size: 15px;">Goal:</strong><span style="font-size: 15px; color: #000000; background-color: transparent; text-decoration: none;">&#160;Get students to start thinking about the expectations that college instructors will have for them.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px; color: #000000; background-color: transparent; text-decoration: none;"><strong>Activity</strong>: </span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px; color: #000000; background-color: transparent; text-decoration: none;">1. Break students into groups and ask them to review the list of statements below:</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><ul><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Instructors will tell you exactly what to do and when to do it.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Managing your time will be challenging.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">You are expected to study and learn on your own; getting help is not encouraged.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">If you take an online class, it will likely be easier than an in-person class.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Arriving late to class every once in a while isn&#8217;t a big deal.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">During each class, your instructor will describe the assignment that will be due during the next class meeting.&#160;</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">If you want to withdraw from a course, you will be automatically unenrolled if you don&#8217;t show up for two classes in a row.</span></li><li><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">When you email an instructor, it&#8217;s okay to be informal; you don&#8217;t need to follow the normal rules of punctuation.</span></li></ul><p><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">&#160;</span></p><p><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">2. Each group should then discuss each statement - is it true? What does that mean for their college experience?</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">3. After about ten-fifteen minutes, discuss these statements as a class. </span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">4. Finally, ask students the following question:&#160;</span><span style="font-size: 15px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Why do you think colleges have such high expectations of their students? Discuss as a class, or have students answer in a written reflection as a homework assignment.</span></p></div><!-- [DocumentBodyEnd:a4ec86a6-4d56-40b5-be2c-a1ec3f864f37] -->class activityin-class activitycollege successinstructor relationshipsfirst day of classcollege expectationsWed, 04 Sep 2019 21:02:13 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9710-class-activity-college-expectations2019-09-04T21:02:13Z1 week 4 days ago0Class Activity: Informational Interviewhttps://community.macmillan.com/docs/DOC-9374-class-activity-informational-interview
<!-- [DocumentBodyStart:8532ecfb-e673-4d7a-8d5a-62c3dcdea012] --><div class="jive-rendered-content"><p><strong>Goal:&#160;</strong>Familiarize your students with the concept of conducting informational interviews, and help them bolster their confidence and ability to conduct these interviews on their own.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Directions:&#160;</strong></p><p>Ask&#160;students to think about a faculty member whom they find particularly interesting and would like to know more about. Students will conduct an informational interview&mdash;they can choose to work in pairs or teams&mdash;to learn more about this faculty member&#8217;s interests and career. They should write down ten questions to ask and visit the instructor during office hours to conduct an interview. Have students make a presentation about what they learned.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Discussion Questions (Optional):</strong></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p>1. How did you prepare for your interview? How might you prepare differently for a professional in your ideal career?</p><p>2. What factors went into choosing a faculty member to interview? How did they react to being asked for an interview?</p><p>3. How might you go about asking for an informational interview from someone outside of your school? How would you find a suitable person to interview?</p><p>4. How did you feel during the interview? Was the environment open, casual, engaging? How might you ensure that future interviews are set in this sort of environment?</p><p>5. How might you prepare for or conduct an interview differently, knowing what you know now? Do you feel more prepared or more likely to seek out informational interviews in the future?</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="color: #575757; background-color: #ffffff;">Source: John N. Gardner and Betsy O. Barefoot,<span> <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Fstepbysteptocollegeandcareersuccess-eighthedition-gardner" rel="nofollow" target="_blank">Step by Step to College and Career Success</a></span></span><span style="color: #575757; background-color: #ffffff;">, Eighth Edition, Instructor's Resource Manual.</span></p></div><!-- [DocumentBodyEnd:8532ecfb-e673-4d7a-8d5a-62c3dcdea012] -->class activityin-class activitycollege successin-class activitiesinterviewcareer developmentclass activitiescareer preparationnetworkingFri, 03 May 2019 18:10:08 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9374-class-activity-informational-interview2019-05-03T18:10:08Z4 months 2 weeks ago0Class Activity: Health Resourceshttps://community.macmillan.com/docs/DOC-9201-class-activity-campus-resources
<!-- [DocumentBodyStart:b1f507fc-41ae-482f-b4c5-543ec510bdf7] --><div class="jive-rendered-content"><p><span style="font-size: 15px;">Goal:&#160;Familiarize students with the health and safety resources available on campus, and help them make sure that they'll know where to go should they need them.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px;">Directions:&#160;</span></p><p><span style="font-size: 15px;">Ask students to research campus health resources, listing available resources for physical, mental, and financial health. Students should include the obvious physical and mental health centers as well as other sources of physical activity, safety, and mental and financial health (gym, pool, fitness and defense classes, organized athletics, yoga and meditation, etc.).</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px;">Have students research when these resources are available (e.g. gym hours), how to access these resources, and what steps they can take to make sure they actually use these resources when necessary (like adding the numbers of these resources to their phones). It also may be worthwhile to research off-campus alternatives for when those resources are not available (like winter break).</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 15px;">In-class activity:&#160;</span></p><p><span style="font-size: 15px;">Break students into groups and have them each pick one type of resource to present to the class (physical health, mental health, finances, etc.). Have students choose and develop one way of communicating that information to the rest of the school. Examples may include a gym flyer, a health and safety card, a website page, door handle signs, etc. (if these resources already exist on your campus, don't share them with students until after they develop theirs). Have students include any information they feel their peers should know about these resources.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><em style="font-size: 13px;">This activity has been adapted from a similar activity in the Instructor's Manual of&#160;<a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Fconnections-secondedition-gore" rel="nofollow" style="color: #2989c5; text-decoration: none;" target="_blank">Paul Gore's&#160;Connections, Second Edition</a>. For more class activities and instructor resources, check out the&#160;<a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Fconnections-secondedition-gore" rel="nofollow" style="color: #2989c5; text-decoration: none;" target="_blank">catalog page here</a>.</em></p></div><!-- [DocumentBodyEnd:b1f507fc-41ae-482f-b4c5-543ec510bdf7] -->mental healthpersonal financeemotional healthfinancial aidcampus resourceshealth communicationphysical healthTue, 23 Oct 2018 18:48:29 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9201-class-activity-campus-resources2018-10-23T18:48:29Z10 months 3 weeks ago0Class Activity: ACES Initial Reporthttps://community.macmillan.com/docs/DOC-9191-class-activity-aces-initial-report
<!-- [DocumentBodyStart:04746b64-cad6-42b1-9357-85b112b20416] --><div class="jive-rendered-content"><p><strong>Goal</strong><strong>:&#160;</strong>Familiarize your students with <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Flaunchpadsoloforaces%28academicandcareerexcellencesystem-sixmonthaccess%29-firstedition-gore" rel="nofollow" target="_blank">ACES </a>and have them reflect on their personal scores, considering both their strengths and their areas for improvement.&#160;<em>Note: Your students will need access to <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Felearningbrowsebymediatype%2FLaunchPad" rel="nofollow" target="_blank">LaunchPad </a>and <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Flaunchpadsoloforaces%28academicandcareerexcellencesystem-sixmonthaccess%29-firstedition-gore" rel="nofollow" target="_blank">ACES </a>to complete this activity.</em></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Directions:</strong></p><p>If you haven't already, have your students take the <a class="jive-link-blog-small" data-containerId="1173" data-containerType="37" data-objectId="4089" data-objectType="38" href="https://community.macmillan.com/community/the-college-success-community/blog/2018/10/22/the-new-aces-progress-report-coming-fall-2019">ACES Initial Report</a> through <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Felearningbrowsebymediatype%2FLaunchPad" rel="nofollow" target="_blank">LaunchPad</a>. Then, have them read their personalized score report and reflect on their results by answering the following questions in writing:</p><p>-Which category is your highest? Your lowest?</p><p>-What is your Critical Thinking score? (percentile)</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p>Were you surprised by any of your scores? Was it a positive or negative surprise? Please explain.</p><p>Did any of your scores reassure you? Confuse you? Inspire you? Please explain.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Discussion Activity:</strong></p><p>In pairs, groups, or as a class, have students share their responses to the two questions above (please do not ask them to share their scores). Then, ask them what concrete things they've done to maximize their strength area, and what concrete things they could do in the future to gain strength in their weakest area.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Reflection Activity:</strong></p><p>For a wrap-up activity, have students respond to the following prompt:</p><p><br/>Compose a 1-page paper reflecting on and analyzing the Critical Thinking portion of your&#160;ACES score report. Do your scores reflect something you already knew about yourself or do they represent new information? Can you identify any themes from the data? Can you make connections to your lived experience or something you learned in the past? How do you plan to apply the information to 1-2 specific things in your life (an assignment for school, a task at work, your career plans...etc.).</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p>Use your answers from the discussion in class to develop your response. Be as specific as you can by both utilizing data from the report and showing evidence of original thinking that analyzes (makes connections, examines relationships, draws conclusions) your data.</p></div><!-- [DocumentBodyEnd:04746b64-cad6-42b1-9357-85b112b20416] -->relationshipscritical thinkinglearningtime managementtransitioning to collegeemotional intelligencemotivation and resiliencereading strategiesnote takingstudyingtest takinginformation literacy and communicationwellnessmajors and careersacesaces initial reportMon, 22 Oct 2018 15:41:47 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9191-class-activity-aces-initial-report2018-10-22T15:41:47Z10 months 3 weeks ago0Video Assignment: Swipe the Votehttps://community.macmillan.com/docs/DOC-9152-video-assignment-swipe-the-vote
<!-- [DocumentBodyStart:535ab488-43a1-42ea-a09b-f79d284c9dbe] --><div class="jive-rendered-content"><p><span style="font-size: 13.0pt;"><strong>Voting</strong></span></p><p><span style="font-size: 14.0pt;">&#160;</span></p><p><span style="font-size: 14.0pt;"><span id="fbff5f05_5ce1_41fa_87d5_59f8aa1f3683"><div class="jive-video-view jive-content-video" data-browse-id="75636" data-object-id="9152" data-object-type="102" data-video-id="2306" id="67fb3891_c7c1_4f13_ad42_188403338776" style=" width: 520px;"><a href="https://community.macmillan.com/videos/2306/image?sourceObjectType=102&amp;sourceObjectID=9152"><img height="328" src="https://community.macmillan.com/videos/2306/image?sourceObjectType=102&amp;sourceObjectID=9152" width="520"/></a> </div></span></span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 12.0pt;"><strong>Type:</strong></span><span style="font-size: 12.0pt;"> Advertising</span></p><p><span style="font-size: 12.0pt;"><strong>Topic(s):</strong></span><span style="font-size: 12.0pt;"> Voting, youth voting, voting research</span></p><p><span style="font-size: 12.0pt;"><strong>Search terms:</strong></span><span style="font-size: 12.0pt;"> swipe the vote rock the vote</span></p><p><span style="font-size: 12.0pt;"><strong>Video title:</strong></span><span style="font-size: 12.0pt;"> <strong>Swipe the Vote | Tinder</strong></span></p><p><span style="font-size: 12.0pt;"><strong>Time (of video):</strong></span><span style="font-size: 12.0pt;"> 0:32</span></p><p><span style="font-size: 12.0pt;"><strong>Posted by:</strong></span><span style="font-size: 12.0pt;"> Tinder</span></p><p><span style="font-size: 12.0pt;"><strong>Date posted:</strong></span><span style="font-size: 12.0pt;"> September 25, 2018</span></p><p><span style="font-size: 12.0pt;">&#160;</span></p><p><span style="font-size: 12.0pt;"><strong>Video description:</strong></span><span style="font-size: 12.0pt;"> Rock the Vote is a nonprofit organization whose mission is to engage young people in politics. They've collaborated with Tinder for their newest campaign, Swipe the Vote, which encourages&#160;</span><span style="font-size: 12.0pt;">voters to swipe their way into the 2018 midterm elections.</span></p><p><span style="font-size: 12.0pt;">&#160;</span></p><p><span style="font-size: 12.0pt;"><strong>Question/writing prompt to discuss or paste into discussion board/video tools: </strong></span><span style="font-size: 12.0pt;">Why would you vote? What might stop you from voting? What would you need to "look up" in order to vote?&#160;</span></p><p><span style="font-size: 12.0pt;"><strong>&#160;</strong></span></p><p><span style="font-size: 12.0pt;"><strong>In-class activities:</strong></span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="text-indent: -0.25in; font-size: 12.0pt;"><strong>Civic Awareness</strong></span><span style="font-size: 12.0pt;"> Objective: Students research relevant political issues.</span></p><p><span style="font-size: 12.0pt;"><strong>&#160;</strong></span></p><p><span style="font-size: 12.0pt;">Most students know when major elections are happening in their state, but are they aware of local elections?</span></p><ul><li><span style="font-size: 12pt; text-indent: -0.25in;">Have students do research on upcoming elections and hot issues in the community in which they are registered to vote (assuming that they are registered&mdash;if they are not, use this opportunity to encourage all students to register <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.vote.org%2Fvoter-registration-deadlines%2F" rel="nofollow" target="_blank">before the upcoming deadlines</a>).</span></li><li><span style="font-size: 12pt; text-indent: -0.25in;">Students should bring their findings to class.</span></li><li><span style="font-size: 12pt; text-indent: -0.25in;">As a class, examine the issues on general election ballots versus local elections.</span></li></ul><p style="margin-left: 1.0in;"><span style="font-size: 12.0pt;">&#160;</span></p><ol start="2"><li style="text-indent: -.25in;"><span style="font-size: 12.0pt;"> </span><span style="font-size: 12.0pt;"><strong>Rock the Vote</strong></span><span style="font-size: 12.0pt;"> Objective: Students learn why it's so valuable for young people to vote.</span></li></ol><p><span style="font-size: 12.0pt;"><strong>&#160;</strong></span></p><p><span style="font-size: 12.0pt;">Have students research the history of the Rock the Vote campaign to answer the following questions:</span></p><ul><li><span style="font-size: 12pt; text-indent: -0.25in;">Why did <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.rockthevote.org%2F" rel="nofollow" target="_blank">Rock the Vote</a> form?</span></li><li><span style="font-size: 12pt; text-indent: -0.25in;">Who is the target audience for Rock the Vote?</span></li><li><span style="font-size: 12pt; text-indent: -0.25in;">What are some reasons why young people might not vote?</span></li><li><span style="font-size: 12pt; text-indent: -0.25in;">What impact has Rock the Vote had on mobilizing young people to vote?</span></li></ul></div><!-- [DocumentBodyEnd:535ab488-43a1-42ea-a09b-f79d284c9dbe] -->social mediain-class activityyoutubevoting rightsvotingyouth votingvotecivic engagementrock the votecommunity engagementThu, 04 Oct 2018 20:11:50 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9152-video-assignment-swipe-the-vote2018-10-04T20:11:50Z11 months 2 weeks ago0Video Assignment: The Procrastination Systemhttps://community.macmillan.com/docs/DOC-9143-video-assignment-the-procrastination-system
<!-- [DocumentBodyStart:dd61ab74-eebe-4896-bba6-0bb75a89a5d2] --><div class="jive-rendered-content"><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="font-size: 22px;"><strong>The Procrastination System</strong></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;">&#160;</span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span id="353c0d89_7737_476a_bcf4_c7c83f556d27"><div class="jive-video-view jive-content-video" data-browse-id="75405" data-object-id="9143" data-object-type="102" data-video-id="2300" id="5fc1f990_6254_4cca_98a1_aa1eeced2ecb" style=" width: 520px;"><a href="https://community.macmillan.com/videos/2300/image?sourceObjectType=102&amp;sourceObjectID=9143"><img height="328" src="https://community.macmillan.com/videos/2300/image?sourceObjectType=102&amp;sourceObjectID=9143" width="520"/></a> </div></span></span></p><p style="min-height: 8pt; padding: 0px; color: #575757; background-color: #ffffff; border: 0px;">&#160;</p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Type: </strong></span><span style="border: 0px;">TED Talk</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Topic(s):&#160;</strong></span><span style="border: 0px;">procrastination, writing, completing projects</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Search Terms:&#160;</strong></span><span style="border: 0px;">TED Talk Tim Urban&#160;Master Procrastinator</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; color: #000000; font-weight: bold;"><strong>Video Title:&#160;Inside the Mind of a Master Procrastinator</strong></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Time (of video):<span style="border: 0px; font-weight: inherit;">&#160;</span></strong></span><span style="border: 0px; font-weight: inherit;">14:02</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Posted by: </strong></span><span style="border: 0px;">TED</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Date Posted:<span style="border: 0px; font-weight: inherit;">&#160;</span></strong></span><span style="border: 0px; font-weight: inherit;">April 6, 2016</span></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="color: #000000;">&#160;</span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; color: #000000; font-weight: bold; font-size: 15px;"><strong>Video description: <span style="background-color: #ffffff; font-weight: 400;">Tim Urban knows that procrastination doesn't make sense, but he's never been able to shake his habit of waiting until the last minute to get things done. In this hilarious and insightful talk, Urban takes us on a journey through YouTube binges, Wikipedia rabbit holes and bouts of staring out the window -- and encourages us to think harder about what we're really procrastinating on, before we run out of time.</span></strong></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="font-size: 15px; color: #000000;">&#160;</span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="font-size: 15px; color: #000000;"><span style="border: 0px; font-weight: bold;"><strong>Question/writing prompts to discuss or paste into discussion board/Video Tools:</strong></span><span style="border: 0px; font-weight: inherit;">&#160;Do the&#160;concepts of the&#160;Instant Gratification Monkey, Rational Decision-Maker, and Panic Monster feel familiar to you? How do you deal with them?&#160;</span></span><span style="font-weight: inherit; color: #000000;">Describe a time when you&#160;procrastinated on a big project. Was there a deadline, and if so, did you meet it? If there wasn't a deadline, have you finished it?</span></p><p style="min-height: 8pt; padding: 0px; color: #575757; background-color: #ffffff; border: 0px;">&#160;</p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; color: #000000; font-weight: bold; font-size: 15px;"><strong>In-class activities:</strong></span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; font-size: 15px; color: #000000;">1. Have students write down three key points or concepts that stood out to them.</span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; font-size: 15px; color: #000000;">2. Have the students write a short (250-300 word) letter to their fellow students giving them advice for overcoming procrastination. They don&#8217;t need to use the exact terms from Tim&#8217;s TED Talk, but do need to explain why procrastination is a problem and how to overcome it. Have the students share their letters with each other.</span></p><p style="color: #575757; background-color: #ffffff; border: 0px;"><span style="border: 0px; font-size: 15px; color: #000000;">3. Have students write down a list of tasks they would like to accomplish that don't have deadlines. Then, have them partner up and pick a few tasks that they would like their partner to help them accomplish. Invite students to check back with each other on a weekly or monthly basis to help each other through their procrastinating tendencies.</span></p><p style="min-height: 8pt; padding: 0px; color: #575757; background-color: #ffffff; border: 0px;">&#160;</p><p style="color: #575757; background-color: #ffffff; border: 0px;"><em><strong>Source:&#160;</strong></em>This assignment has been adapted from a class activity from the Instructor's Manual of&#160;Paul Gore's&#160;<em>Connections</em>, Second Edition. Check back there for more class activities, video assignments, and more!</p></div><!-- [DocumentBodyEnd:dd61ab74-eebe-4896-bba6-0bb75a89a5d2] -->procrastinationted talkcollege successvideo assignmentwriting promptdiscussion promptsFri, 21 Sep 2018 18:16:24 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-9143-video-assignment-the-procrastination-system2018-09-21T18:16:24Z11 months 3 weeks ago0Class Activity: Setting SMART Goalshttps://community.macmillan.com/docs/DOC-2434-class-activity-setting-smart-goals
<!-- [DocumentBodyStart:bd7f3ad2-1b65-438e-8895-327572f9c824] --><div class="jive-rendered-content"><p style="text-indent: 2pt; border: none; margin: 10pt 0in 3pt 43pt;"><strong style="color: black; font-size: 13.0pt;">Smart Goal Setting</strong></p><p style="min-height: 8pt; padding: 0px; text-indent: 2pt; border: none; margin: 0in 0in 3pt 43pt;">&#160;</p><p style="text-indent: 2pt; border: none; margin: 0in 0in 3pt 43pt;"><span style="color: black;">Ask students to pick a goal&mdash;either short-term or long-term&mdash;and ask them to use the SMART template (see later) to make their goal even more attainable. Students &#160;&#160;&#160;&#160;&#160;&#160;who are skilled at setting and attaining goals are more likely to persist in college.</span></p><p style="min-height: 8pt; padding: 0px; text-indent: 2pt; border: none; margin: 0in 0in 3pt 43pt;">&#160;</p><p style="text-indent: 2pt; border: none; margin: 0in 0in 3pt 43pt;"><span style="color: black;">Give the following instructions: Write a short-term or long-term personal goal that is related to your college experience. Use the SMART method to further develop &#160;&#160;&#160;&#160;&#160;&#160;your goal.</span></p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><strong style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160; S &#160;&#160;&#160; </strong><span style="color: black;">How can you make this goal more <strong>S</strong>pecific?</span></p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><strong style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160; M&#160;&#160; </strong><span style="color: black;">How will you <strong>M</strong>easure whether you have attained this goal at a high level?</span></p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><strong style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160; A&#160;&#160;&#160; </strong><span style="color: black;">How do you know that there is a reasonable chance you can <strong>A</strong>ttain this goal?</span></p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><strong style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160; R&#160;&#160;&#160; </strong><span style="color: black;">How is this goal <strong>R</strong>elevant to your interests and broader sense of life purpose?</span></p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><strong style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160; T&#160;&#160;&#160; </strong><span style="color: black;">What is your <strong>T</strong>ime period for achieving this goal?</span></p><p style="min-height: 8pt; padding: 0px; margin-left: 43pt; text-indent: -43pt; border: none;">&#160;</p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><span style="color: black;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Then, have students pick a partner in the class to discuss each other's goals. <span style="color: #3d3d3d; text-indent: 0px;">Students should exchange lists of what they plan to do on a weekly basis to move &#160;&#160;&#160;&#160;&#160;&#160;toward accomplishing their goal by the end of the term. Advise them to make plans to meet once or twice a month to discuss how they are progressing; the point &#160;&#160;&#160;&#160;&#160;&#160;is for each student to encourage and help motivate his or her partner to achieve his or her goal. Make plans for an end-of-term celebration if students meet their &#160;&#160;&#160;&#160;&#160;&#160;goals or to discuss and further motivate each other not to give up.</span></span></p><p style="min-height: 8pt; padding: 0px; margin-left: 43pt; text-indent: -43pt; border: none;">&#160;</p><p style="margin-left: 43pt; text-indent: -43pt; border: none;"><span style="color: #3d3d3d; text-indent: 0px;">This class activity can be found in the Instructor's Manual for <a class="jive-link-external-small" href="https://community.macmillan.com/external-link.jspa?url=https%3A%2F%2Fwww.macmillanlearning.com%2FCatalog%2Fproduct%2Fstepbysteptocollegeandcareersuccess-eighthedition-gardner" rel="nofollow" target="_blank"><em>Step by Step&#160;</em>8th edition</a>, by&#160;John Gardner and Betsy Barefoot. Check out the new edition this October for more class activities and resources!&#160;</span></p></div><!-- [DocumentBodyEnd:bd7f3ad2-1b65-438e-8895-327572f9c824] -->class activityin-class activitygoalscollege successtransitioning to collegefirst week of classsmart goalsgoal settinggoal-setting activityMon, 10 Sep 2018 17:30:47 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-2434-class-activity-setting-smart-goals2018-09-10T17:30:47Z1 year 4 days ago0Video Assignment: Active Reading Strategieshttps://community.macmillan.com/docs/DOC-8316-test
<!-- [DocumentBodyStart:323f21e8-cee2-4547-b64f-fc6629c6bcae] --><div class="jive-rendered-content"><p><span id="8cb4192a_bd37_4f9d_a6c7_763aaa9c9114"><div class="jive-video-view jive-content-video" data-browse-id="49892" data-object-id="8316" data-object-type="102" data-video-id="2139" id="17d6a4ba_487c_41e7_932f_3c8c12e8373e" style=" width: 520px;"><a href="https://community.macmillan.com/videos/2139/image?sourceObjectType=102&amp;sourceObjectID=8316"><img height="328" src="https://community.macmillan.com/videos/2139/image?sourceObjectType=102&amp;sourceObjectID=8316" width="520"/></a> </div></span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>How to Read Your Textbooks</strong></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Type:&#160;</strong></p><p><strong>Topic(s):&#160;</strong>Reading, active reading</p><p><strong>Search Terms:&#160;</strong>video college info geek textbook</p><p><strong>Video Title: How to Read Your Textbooks More Efficiently - College Info Geek</strong></p><p><strong>Time (of video): </strong>7:30</p><p><strong>Posted by:&#160;</strong>Thomas Frank</p><p><strong>Date Posted: </strong>November 20, 2014</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Video description:&#160;</strong>Tips and techniques for getting the most out of reading college textbooks.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>Question/writing prompt to discuss or paste into discussion board/Video Tools:</strong> What are the three specific tips presented in the video?</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>In-class activities:</strong></p><p>Show the beginning of the video until 1:00. This gives an overview of what will be presented. For all of the following activities, have students bring in a book and syllabus from another course.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>1. Understanding Class Assessments </strong>Objective: Students learn to evaluate assessments to guide course reading.</p><p>&#160;&#160;&#160;Show the video from 1:00 to 3:00. This portion of the video is on the importance of students understanding how they will be assessed.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;a. Students should go through the syllabus they brought to class and determine how they are assessed, which is likely to be through a combination of multiple types of &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;assessments. Therefore, students need to determine which assessment focuses on the reading.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;b. Students need to consider how they should adjust their reading.</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>2. Reading College Textbooks Objective:</strong> Students understand how to read for application.</p><p>&#160;&#160;&#160;Show the video from 3:00 to 4:01. This portion of the video focuses on how to read.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;a. Ask students to identify how to read and how not to read a college textbook according to the video. Explain what the narrator means when he discusses how college &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;reading is reading for application rather than for getting the gist.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;b. Allow students time to practice reading using the assignment they brought to class.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;c. Students should report on how they read the textbook. Were they more engaged?</p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><strong>3. Conquering Reading Assignments Objective:</strong> Students learn to read college textbooks effectively.</p><p>&#160;&#160;&#160;Show the video from 4:01 until the end.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;a. Ask students to name the tips that are provided for conquering college reading assignments.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;b. Allow students more class time to practice reading and to take notes on what they read.</p><p>&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;c. Encourage students to pay special attention to their reading assignments in the coming days and to be prepared to discuss their experiences in the next class.</p></div><!-- [DocumentBodyEnd:323f21e8-cee2-4547-b64f-fc6629c6bcae] -->textbookslearningreading skillsvideo assignmentreading strategiesactive readingclass activitiesThu, 02 Aug 2018 14:44:12 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-8316-test2018-08-02T14:44:12Z1 year 1 month ago0Class Activity: Relationship Axiomshttps://community.macmillan.com/docs/DOC-8644-class-activity-relationship-axioms
<!-- [DocumentBodyStart:685d4b3b-500d-428d-b483-e367a5f0ab43] --><div class="jive-rendered-content"><p><strong style="font-size: 12.0pt;">Goal:</strong><span style="font-size: 12.0pt;">&#160;Get your students thinking about how to build healthy relationships and avoid common misconceptions about relationships and romance.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 12.0pt;">Have your students consider each of the following suggested &ldquo;axioms of relationships.&#8221; Ask them if they think they are true. If so, how can they be used to avoid bad relationships and build good ones? If you like, have your students form gender-mixed groups and discuss each axiom. Then have them report to the class. This is the perfect activity to go with your discussions of relationships and maintaining relationships in college.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;If it is the right relationship, it will work; if it doesn&#8217;t work, it isn&#8217;t the right relationship.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Every bad relationship has warning signs.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Having no relationship is better than having a bad relationship.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Don&#8217;t settle for less than you deserve.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Get it right the first time&mdash;divorce is hell.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;You will have the best relationship when you don&#8217;t need one&mdash;that is, when you are content with your own life, rather than searching for a &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;relationship to fill a gap.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;When it comes to partners in relationships, it is better for the other person to want you more than to need you; it is also better to want than to need &#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;the other person.</span></p><p><span style="font-size: 12pt; text-indent: -0.25in;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;If your partner can't handle you at your worst, they don't deserve you at your best.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><p><span style="font-size: 12pt; text-indent: -0.25in;"><span style="color: #575757; background-color: #ffffff; text-indent: 0px;">Source: John N. Gardner and Betsy O. Barefoot,<span>&#160;</span></span><em style="color: #575757; background-color: #ffffff; border: 0px; text-indent: 0px;"><a class="jive-link-external-small" href="/external-link.jspa?url=http%3A%2F%2Fmacmillanlearning.com%2FCatalog%2Fproduct%2Fyourcollegeexperience-thirteenthedition-gardner" rel="nofollow" style="color: #0000ff; border: 0px; font-weight: inherit; text-decoration: none; padding: 0px calc(12px + 0.35ex) 0px 0px;" target="_blank">Your College Experience</a></em><span style="color: #575757; background-color: #ffffff; text-indent: 0px;">, Twelfth Edition, Instructor's Resource Manual.</span></span></p></div><!-- [DocumentBodyEnd:685d4b3b-500d-428d-b483-e367a5f0ab43] -->relationshipsin-class activitiesin-clas activityclass discussionsWed, 14 Feb 2018 17:10:24 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-8644-class-activity-relationship-axioms2018-02-14T17:10:24Z1 year 7 months ago0Class Activity: Paper Cup Icebreakerhttps://community.macmillan.com/docs/DOC-2622-class-activity-paper-cup-icebreaker
<!-- [DocumentBodyStart:0a3cbeba-7641-46d0-bde7-000b79a6b3cc] --><div class="jive-rendered-content"><p><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">For this exercise, you will need a package of mini Dixie cups and toothpicks. Follow the steps for this exercise and follow up with a discussion of the experience. Students will find it not only amusing but also eye opening as they discover where their priorities lie.</span></p><p style="min-height: 8pt; padding: 0px;">&#160;</p><ol style="margin-top: 0pt; margin-bottom: 0pt;"><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Pass out one Dixie cup and one toothpick per student.</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Tell the students that you are going to read them some questions. They are not to speak. If their answer to a question is &ldquo;yes,&#8221; then they are to do nothing. If their answer to a question is &ldquo;no,&#8221; then they are to poke a hole in the bottom of the Dixie cup.</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Read each question, providing enough time for those students to poke their cups as needed. (Students may begin to laugh as they hear the sounds of multiple pokes throughout the classroom.) Make sure it is quiet before moving on to the next question. Consider adding more questions regarding additional topics that have been addressed in class.</span><strong></strong><strong></strong><strong></strong><strong></strong><strong></strong><strong></strong><strong></strong></li></ol><p><strong><em style="background-color: transparent; color: #000000; text-decoration: none; font-size: 16px;">&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;&#160;Questions for Paper Cup Activity</em></strong></p><ul style="margin-top: 0pt; margin-bottom: 0pt;"><ul style="margin-top: 0pt; margin-bottom: 0pt;"><ul style="margin-top: 0pt; margin-bottom: 0pt;"><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you gone to all your classes so far?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you arrived to all your classes on time or early?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you bought all your required textbooks for all your classes?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Are you keeping track of all your activities? (for example, keeping a planner)</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you completed all your reading assignments on time?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you completed all your writing assignments on time?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you stayed awake in all your classes?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you paid attention in all your classes?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you taken notes in your lecture classes?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you tried to participate and ask questions in your small classes?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you come prepared to all your classes? (paper, pen, book, assignments)</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Are you managing your stress well?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Have you made at least one friend on campus so far?</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">If you are working a part-time job, are you working no more than 15&#8211;20 hours a week?</span></li></ul></ul></ul><p style="min-height: 8pt; padding: 0px;">&#160;</p><ol style="margin-top: 0pt; margin-bottom: 0pt;"><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">After you have finished reading all the questions, tell students to look at their cups.</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">For fun, consider asking them to place the cups above their heads and pretend that you are about to go around and pour water in their cups.</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">Ask them to imagine: If their cup represented their college life and the water that filled it represented their success, how are things looking right now for them? Are they successful so far? Are their priorities focused on college? If they have a bunch of holes already, what is the likelihood of having more holes later? Remind them to make sure they start out their college careers on the right foot. There will always be bumps in the road or more holes in the &ldquo;cup of college life,&#8221; so it is important to prevent too many holes. Discuss how they might change their priorities.</span></li><li style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none; margin-left: 55px;"><span style="font-size: 16px; color: #000000; background-color: transparent; font-weight: 400; text-decoration: none;">You might consider repeating this activity again later in the term as a &ldquo;check&#8221; on how things are going.</span></li></ol></div><!-- [DocumentBodyEnd:0a3cbeba-7641-46d0-bde7-000b79a6b3cc] -->class activitytime managementicebreakerprioritiesWed, 03 Jan 2018 04:42:07 GMTcommunity.support@macmillan.comhttps://community.macmillan.com/docs/DOC-2622-class-activity-paper-cup-icebreaker2018-01-03T04:42:07Z1 year 8 months ago0